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ERIC Number: ED429288
Record Type: Non-Journal
Publication Date: 1999
Pages: 15
Abstractor: N/A
Reference Count: N/A
The Writing Teacher's Second Self.
Mayo, Wendell
A writing teacher wanted to know how students perceive the second selves (alter-egos or implied authors) that writing teachers infer in their written comments on student writing, whether students saw room for negotiating the role this second self implied for themselves, and whether teachers can exercise control over some of the choices they make in written comments on student papers. First, several rhetorical features of teachers' comments on student manuscripts were defined. These features are point of view, mode of address, comments which deal with form or content, are global or specific, and positive or negative. To determine the kinds of second selves formal written comments on student papers create, 16 intermediate composition students at Indiana University Fort Wayne were asked to write essays in the first person. The essays were divided up and sent to four experienced university writing teachers who were to respond completely in their usual manner. The essays were returned to students for revision, and students were interviewed about the teacher comments. Most students associated comments in the second/third person points of view with a teacher-persona. Students felt that they should adopt comments in the second/third person because they sensed "an unbiased critique." Nearly all students associated comments concerning form with a teacher-persona. Comments considered positive or negative, positive turning negative, or negative turning positive were not clearly associated with either persona. (Contains 6 tables of data, a figure, and 6 references.) (NKA)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A